Week 5-Muslim Learners in the American Education System
Three Meaningful Takeaways
Identity & Belonging:
What I learned from the paper: Muslim students in NYC schools are fully aware of their religious and cultural identity and want to maintain it while participating in American schools. They often feel misunderstood by peers and teachers who combine Islamic practices with cultural stereotypes. Girls, in particular, feel extra pressure from their parents to be modest.
Why this matters as a mentor: As a MAPS mentor, recognizing and validating a student’s identity helps them feel seen and supported. Awareness of these pressures allows mentors to provide guidance on navigating school culture without compromising personal values.
School Environment & Power:
What I learned from the paper: Misperceptions about Islam and Muslim values are widespread in schools, and teachers often lack knowledge regarding Muslim students’ needs (examples include dress codes, halal food, prayer times). Positive relationships can develop between Muslim students and their school environment, but they require proactive understanding and accommodation by school staff.
Why this matters as a mentor: I have advocated for fair treatment, shown cultural awareness, and helped students navigate barriers, giving them tools to thrive in environments that may not fully understand their identities.
Support Systems & Community:
What I learned from the paper: Muslim students benefit from community spaces like the Bait-ul-Zafar Community Center, where they can express themselves freely and connect with peers and adults who share their experiences. Parental involvement is also incredibly important in helping children navigate school challenges.
Why this matters as a mentor: I believe as a mentor, I can encourage students to use community resources and family support to help them build resilience and a sense of belonging both inside and outside school.
A. Continuity
What is something Muslim students are still navigating today that this paper captured?
Muslim students still face stereotypes, Islamophobia, and lack of understanding from peers and teachers. Some struggle to maintain their faith while participating fully in school life, including issues like dressing, prayer, and dietary restrictions.
B. Change
What’s something you think Muslim students today experience differently than students in 2003 (when the paper was written)?
Today, there's slightly more awarenes of Muslim diversity in media, curriculums, and school policies. Social media nowadays is completely different and gives Muslim a platform to challenge stereotypes. Many schools now have inclusive policies for prayer spaces, halal food, and religious holidays, although there are still some challenges that remain.
Own Experiences:
Muslim students today still navigate stereotypes and misunderstanding, like I experienced being bullied for wearing the hijab in middle school. Over time, I grew into my high school community, taking on leadership roles that challenged classmates’ and staff’s assumptions about Muslims. I also strengthened my connection with my mosque in Stockton, which gave me a sense of belonging and confidence in my identity. Compared to 2003, there’s more visibility of Muslims in media and school initiatives, and some schools now accommodate religious needs better, just like my high school did by offering my friends and I a room to pray. Overall, balancing faith with school life remains important, and today’s students have more accomodations to be able to do that.
